Summary of Unit A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
This project will allow the students to work in small groups to present characteristics and meanings of various types of figurative language including similes, metaphors, personification, and idioms. Using the video camera and Movie Maker, students will create review instruction to teach their peers about their designated figurative language topic. They will put an emphasis on identifying their type of figurative language from different works of prose and poetry. Students will also provide various examples of their figurative language and with corresponding meanings. The class will be split up into 5 groups:
Group 1: Similes
Group 2: Metaphors
Group 3: Personification
Group 4: Idioms
Group 5: Stanza, Verse, Rhyme Scheme, and Line Breaks (Note: the students in this group will not be identifying meanings for these terms, instead they will be providing examples of these terms in poetry. The students in this group may create their own poems to present or present published works)
Once all students have filmed and edited their videos, they will be presented to the class as an overall review of figurative language.
Essential Questions What will guide student
inquiry?
Open Overarching:
Why would an author use figurative language?
Open Topical:
What does the author mean when they use this type of figurative language?
Guiding Overarching:
What are some purposes for using figurative language rather than literal language?
Guiding Topical: What type of figurative language is used here and how do you know?
Academic Standards Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
The students will be using the video camera and Movie Maker for this project.
Strand 1: Reading Process: Concept 4: Vocabulary: PO 4. Determine the meaning of figurative language, including similes, metaphors, personification, and idioms in prose and poetry.
Strand 2: Elements of Literature: Concept 2: Comprehending Literary Text: PO 7. Identify the characteristics and structural elements of poetry (e.g., stanza, verse, rhyme scheme,line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language) in a given selection.
Objective: I can identify characteristics and state the meanings of of figurative language including similes, metaphors, personification, and idioms in prose and poetry by creating a video for the class. (4 groups)
Objective: I can identify the characteristics and structural elements of poetry including stanza, verse, rhyme scheme,and line breaksin poetry by creating a video for the class. (1 group)
Student Outcomes What will students learn
and do?
Prior to this project, the students have all received direct instruction on types of figurative language and how to identify their characteristics and structure. Students have also had practice and instruction on determining the meaning of figurative language. This project will allow students to create a final culminating project to review figurative language. In small groups, the students will focus on the characteristics and possible meanings of one type of figurative language. For example, one group will present on simile, one group will present on metaphors, etc. These small groups will present their figurative language to the class using video and Movie Maker. This project will allow students to become an "expert" in their topic and it will allow them to present their characteristics and meanings of figurative language to the class in a very engaging way. The videos will be a final review of figurative language, they may be used as a review prior to the AIMS test, and even to introduce figurative language to another class the following year.
Assessment Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
Project Overview
Title: The Meaning Behind Figurative Language
Grade Level: 7th Grade
Subject Area: Reading
Time Frame (when, duration): Quarter 3: About two weeks.
Description
Summer: Complete the first four sections
Workshops: Complete the entire proposal
Arizona Content Standards may be found at:
http://www.ade.state.az.us/standards/contentstandards.asp
Language from Bloom's Taxonomy for describing student outcomes may be found at:
http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm
A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
Group 1: Similes
Group 2: Metaphors
Group 3: Personification
Group 4: Idioms
Group 5: Stanza, Verse, Rhyme Scheme, and Line Breaks (Note: the students in this group will not be identifying meanings for these terms, instead they will be providing examples of these terms in poetry. The students in this group may create their own poems to present or present published works)
Once all students have filmed and edited their videos, they will be presented to the class as an overall review of figurative language.
What will guide student
inquiry?
Why would an author use figurative language?
Open Topical:
What does the author mean when they use this type of figurative language?
Guiding Overarching:
What are some purposes for using figurative language rather than literal language?
Guiding Topical: What type of figurative language is used here and how do you know?
Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
The students will be using the video camera and Movie Maker for this project.
Strand 1: Reading Process: Concept 4: Vocabulary: PO 4. Determine the meaning of figurative language, including similes, metaphors, personification, and idioms in prose and poetry.
Strand 2: Elements of Literature: Concept 2: Comprehending Literary Text: PO 7. Identify the characteristics and structural elements of poetry (e.g., stanza, verse, rhyme scheme, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language) in a given selection.
Objective: I can identify characteristics and state the meanings of of figurative language including similes, metaphors, personification, and idioms in prose and poetry by creating a video for the class. (4 groups)
Objective: I can identify the characteristics and structural elements of poetry including stanza, verse, rhyme scheme, and line breaks in poetry by creating a video for the class. (1 group)
What will students learn
and do?
Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
(e.g., content,
technology, etc.)
- Steps in the process
- Responsibilities
- Guiding
- Questions
- Student products
- Computers
- Software
- URLs
- ameras
- Presentation Device
- Handouts, Books
- Supplies, Other
- Location
- Teacher / Student roles
- Group Dynamics
- Interactions with experts,
other educators, etc.,
if applicable
Special Ed, Gifted, ELL